Abstract
This study explored faculty perceptions of librarian-led information literacy instruction using Interpretative Phenomenological Analysis. Semi-structured interviews were conducted with six faculty who taught undergraduate general education courses. The emergent theme of this study was that faculty believe their role in teaching information literacy differs from librarians. The participants thought faculty were responsible for teaching information literacy through direct instruction and assigning course work, while the librarians were responsible for teaching the research process. This study suggests that there are opportunities for librarians to assess further how faculty incorporate information literacy concepts into their classrooms.
Highlights
According to the 2010 Project Information Literacy study, eighty percent of 8,353 surveyed across 25 U.S campuses reported having trouble with starting their research assignments (Head, 2013)
This study explored faculty perceptions of librarian-led information literacy instruction using Interpretative Phenomenological Analysis
The qualitative research methodology used for this study was Interpretative Phenomenological Analysis (IPA), which facilitates the exploration of how people make sense of their life experiences (Alase, 2017)
Summary
According to the 2010 Project Information Literacy study, eighty percent of 8,353 surveyed across 25 U.S campuses reported having trouble with starting their research assignments (Head, 2013). Project Information Literacy reported that half of the students surveyed experienced difficulty finding, assessing, and using information to solve problems (Head, 2013). Despite the challenges higher education has with meeting the needs of students with varying levels of information literacy skills (Buzzetto-Hollywood et al, 2018), the number of Librarian-led Information Literacy (LIL) instruction sessions have declined (Hayes et al, 2018; Kline et al, 2017; Leeder & Loon, 2014; Saunders, 2013; White-Farnham & Gardner, 2014). Declines in LIL are troubling because librarians are starting to use strengths-based or holistic approaches to teach information literacy skills (Heinbach et al, 2019). Since the college landscape has shifted so drastically over the years, it is critical to investigate what role faculty believe librarians play in teaching information literacy
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